A biographical narrative inquiry into teachers’ knowledge: an intergenerational approach     

Hong qin Zhao  Louise Poulson 《Asia Pacific Education Review》2006,7(2):123-132

This study is an investigation into Chinese EFL teachers’ knowledge and understanding of teaching English as a foreign language within the context of a time of tremendous social change in China. In a medium-sized city, biographical narrative interviews and observation were used to three Chinese secondary EFL teachers, of three successive generations. An in-depth narrative analysis interpreting their metaphors, and constructing their life stories is employed to understand the biographical narrative data. It indicates how individual teacher’s knowledge is both constrained and enabled by themselves and by the wider society they live in, and how change and continuity are intertwined in the teaching and learning practices of the three generations. This paper also addresses certain key issues in biographical narrative studies, namely subjectivity, representation, and cultural bearings, and teachers’ knowledge, all of which constitute a form of pedagogy in educational research.  相似文献   

Chemical bleaching of wood: an investigation into the bleaching of mahogany,walnut, rosewood,padauk, and purpleheart     

Louise Herstedt  Marie Herstedt 《文物保护研究》2017,62(3):162-172

This paper investigates chemical bleaching of wood to make species-specific practical recommendations for colour adjustment of veneer in furniture conservation. In more detail, chemical bleaching of Honduras mahogany (Swietenia macrophylla), European walnut (Juglans regia), Rio rosewood (Dalbergia nigra), padauk (Pterocarpus spp.), and purpleheart (Peltogyne spp.) is investigated using 11 different bleach solutions. Both oxidative (e.g. hydrogen peroxide and potassium permanganate) and reductive (e.g. oxalic acid and sodium bisulphite) solutions were used. The results show that the wood species react differently with the investigated bleach solutions. It can also be noted that not all investigated solutions were suitable for all wood species. Based on the results, wood species-specific bleach solutions are recommended.  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

Peers'' Perceptions of the Consequences That Victimized Children Provide Aggressors   总被引：7，自引：0，他引：7  

David C. Perry  Jean C. Williard  Louise C. Perry 《Child development》1990,61(5):1310-1325

Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed.  相似文献   

An implementation and outcome evaluation of a multicomponent sexuality education programme for high school students     

Nancy F. Berglas  Petra Jerman  Louise A. Rohrbach  Francisca Angulo-Olaiz  Chih-Ping Chou  Norman A. Constantine 《Sex education》2016,16(5):549-567

Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person’s environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a cluster-randomised trial of a multicomponent sexuality education intervention that integrated a classroom curriculum, parent education workshops and materials, peer advocate programme, and sexual health services at 10 urban high schools. An implementation evaluation, employing quantitative and qualitative instruments, was conducted to examine whether the individual components of the intervention were delivered as planned and how they were received by the target populations. Multilevel modelling was used to evaluate the effect of the multicomponent intervention on outcomes at one-year follow-up. Results showed that the intervention components were successfully implemented with and well received by target populations. Students receiving the multicomponent intervention reported greater increases in the use of sexual health services (odds ratio [OR] = 1.73, 95% CI = 1.09–2.75) and the likelihood of carrying a condom (OR = 2.71, 95% CI = 1.44–5.09) relative to those receiving a control condition. No effects were found for other behaviours, possibly due to low prevalence of sexual activity in the sample and the small number of schools randomised.  相似文献   

Individual and Peer Characteristics in Predicting Boys' Early Onset of Substance Abuse: A Seven-Year Longitudinal Study   总被引：1，自引：0，他引：1  

Patricia L. Dobkin  Richard E. Tremblay  Louise C. Mâsse  Frank Vitaro 《Child development》1995,66(4):1198-1214

Early onset of substance abuse is a clear marker for future maladjustment in adolescents. The present study employed data originating from 755 6-year-old boys from low SES neighborhoods, who were followed through age 13, to predict this marker. 3 models were tested using LISREL analyses to determine whether individual characteristics and/or peer influences were linked to subsequent substance abuse. Individual characteristics consisted of fighting, hyperactivity, oppositional behaviors, and likability. Peer influences referred to mutual friends' characteristics (aggressiveness and likability). Data were obtained from 3 different sources: teacher ratings, peer ratings, and self-reports. Results were replicated at ages 10, 11, and 12 years with 3 subsamples of the original sample and indicated that individual characteristics, more than friends' deviance, are pivotal in the development of substance abuse. This finding is consistent with results from other longitudinal studies involving children from a variety of cultural backgrounds. It suggests that prevention programs should target individual characteristics and begin at an early age.  相似文献   

How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework     

Louise Doyle  Felicity Kelliher  Denis Harrington 《Action Learning: Research and Practice》2016,13(1):10-22

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.  相似文献   

How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds     

Louise Flensted Rønberg  Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

Designing STEAM Education: Fostering Relationality through Design‐Led Disruption     

Abbey MacDonald  Kit Wise  Kate Tregloan  Wendy Fountain  Louise Wallis  Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241

A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.  相似文献